In this worksheet, we will practice identifying, describing, and making addition patterns using methods such as addition tables.

**Q2: **

Sally is investigating patterns in addition sentences with the **same sum**.

She uses a model to write these expressions which are all equal to 11.

What number is missing?

The first number in each expression follows the pattern **add 2**.

What pattern do the second numbers follow?

- Asubtract 2
- Bmultiply by 2
- Cadd 2

Investigate other expressions that are equal to 11.

Find the missing number.

**Q3: **

Sally followed addition and subtraction rules to make a group of subtraction equations.

What do you notice about the differences?

- AThey are all different and have no pattern.
- BThe differences follow the pattern subtract 1.
- CThey are all the same.

Fill in the blank: In a subtraction expression, if I add a number to the minuend and the subtrahend, the difference stays the same.

- Aadd it to
- Bsubtract it from

**Q4: **

Write the next three terms of the following sequence: .

- A
- B
- C
- D
- E

**Q5: **

Complete the pattern: .

- A ,
- B ,
- C ,
- D ,

**Q6: **

Two students are making a number pattern that **starts at 3** with the rule **add 5**.

Rania notices that the units digits are always 3 or 8 and that it follows a repeating pattern: 3, 8, 3, 8. She says that the numbers in the shaded boxes will always have 3 in the units place. Do you agree? Why?

- A no, because
- B no, because
- C no, because , and when you add 10 the units digit will change
- D yes, because , and the units digit does not change when you add 10
- Eyes, because